This article analyses the main trends in educational policy in England over the past twenty years, probing the extent to which they promote central control or autonomy in the governance of schools. It is suggested that what may be emerging, within the context of multiple governance models that can be discerned in these trends, is a new, distinctive model – plural controlled schooling. This is characterised by constrained empowerment. The systemic limitations within the plural controlled schooling model – in the scope for innovation and in the composition of new players and partners in education – are briefly highlighted.
|Journal||Revue Internationale d'Education de Sèvres|
|Publication status||Published - Sep 2008|
Bibliographical notePublisher: CIRP Sevres, France
Other: published in French